From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
If your child has autism, what’s the best program or method for teaching him? Despite lots of hype, lots of claims, lots of testimonials, no one knows.
But unfortunately, many parents and school personnel mistakenly believe that all children with autism need the same instructional program or method, that only one program or method is universally recognized as the best, that only it is appropriate, that only it can help these children.
The Literature
The professional literature contradicts this view. Here’s a sampling: Read more...
Advocacy, applied verbal behavior, Autism, autistic spectrum disorder, discrete trial instruction, discrete trial teaching, discrete trial training, IDEA, IDEIA, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, Lovaas, Parenting, program planning, remediation, Skinner, verbal behavior
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Justifiably, many parents complain that school personnel make them defensive, especially at program planning meetings, such as Individualized Education Program (IEP) meetings. Some school personnel make similar complaints about parents. No matter who’s at fault, defensiveness can destroy the possibility of developing programs that meet children’s needs. It stymies progress by fostering misunderstanding, distrust, secrecy, resentment, and contempt. Cooperation is one of its first victims. Read more...
anger, conflict, conflict resolution, defensiveness, disabilities, disability, Dyslexia, dyslexic, dyslexics, IEP meetings, Learning Disabilities, learning disability, meeting, program planning, Reading Disabilities, reading disability, reading problem, reading problems, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
By Teresa Foley, Ph.D.
Asnuntuck Community College, Enfield, Connecticut Read more...
arithmetic, arithmetic intervention, arithmetic problems, arithmetic remediation, dyscalculia, Learning Disabilities, learning disability, mathematics, mathematics intervention, mathematics problems, mathematics remediation, Memory, memory intervention, memory problems, Special Education, working memory, working memory problems
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
A Guest Post by
Staci Greenwald, Esq.
Recently, I received this warning from Staci Greenwald, Esq., an outstanding special education attorney who has a child with special needs. Although the warning focuses on Individualized Education Programs (IEPs) in New Jersey, it contains a critical message for parents throughout the country: know the rules and regulations that govern special education in your state or territory, put your concerns and requests in writing, and act quickly. Here’s the warning: Read more...
Advocacy, budget cuts, disabilities, dispute, disputes, due process, Dyslexia, dyslexic, dyslexics, IEP, IEPs, intervention, Learning Disabilities, learning disability, mediation, Parenting, Reading Disabilities, reading disability, reading intervention, Special Education, struggling reader, Struggling Readers
Struggling Writers: How to Improve Their Writing
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Very often, writing is taught to struggling writers in very haphazard and unscientific ways. Such instruction produces very little progress and often promotes student beliefs that for them writing is too difficult and will always be a struggle.
Fortunately, however, writing can be taught in systematic and scientifically-supported ways that promote progress and student beliefs that they can succeed. One such systematic and scientifically-supported method is Self-Regulated Strategy Development (SRSD). SRSD removes the mystery of how to write. It shows students the steps they need to practice to succeed. Read more...
diagnosis of writing problems, Dyslexia, dyslexic, dyslexics, frustration, frustration level, IEP, independent level, instructional level, intervention, Learning Disabilities, learning disability, monitor, progress monitoring, Reading Disabilities, reading disability, reading evaluation, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, reading tests, remedial reading, remediation, Self-Regulated Strategy Development, SRSD, struggling reader, Struggling Readers, struggling writer, struggling writers, Writing, writing assignment, writing assignments, writing diagnosis, writing evaluation, writing problems
Below is an e-mail I received about the re-authorization of the No Child Left Behind (NCLB) law, also known as ESEA. Although I do not agree with everything in the e-mail, I agree with much and think you should decide for yourself about what you support. Whatever you decide, please WRITE CONGRESS. Please be ACTIVE in improving the lives of children, youth, and adults with disabilities. — Thanks, Howard Margolis
***************************************************************************************************************** Read more...
Advocacy, Congress, ESEA, NCLB
On our website (www.reading2008.com), under Resources, is a mock Individualized Education Program (IEP) that was developed in 2001, before the passage of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA-2004). Thus, it does not reflect IDEA-2004’s endorsement of Response to Intervention (RTI) and its other new provisions.
However, we believe that parents and teachers who examine this IEP for Eli can benefit from it. We suggest you examine (a) the Present Levels of Performance section, which covers all of pages A-2 and A-3, and includes the Evaluation Results and Description of Behavior Needs on page A-3; (b) the direct links between the information in the Present Levels section and the IEP’s goals and objectives, the specificity and measurability of its goals and objectives, and the comprehensiveness of services. Read more...
Advocacy, Dyslexia, dyslexic, dyslexics, goals and objectives, IEP, Individualized Education Program, intervention, Learning Disabilities, learning disability, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, sample IEP, struggling reader, Struggling Readers
Guest Column by
A Concerned Mom
Ashburn, VA
What do you do when the school considers your child borderline, but his teachers express concern about his ability to read, follow directions, and stay on task? As a parent you start a process that you don’t realize will take all your energy and attention to ensure your child’s success. It’s an emotional exhausting experience that feels like it will never end.
Resistance
Read more...
Advocacy, advocate, advocating, Dyslexia, dyslexic, dyslexics, intervention, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, remedial reading, remediation, self-efficacy, self-esteem, strengthening resiliency, struggling reader, Struggling Readers
Children with reading disabilities and other learning disabilities need intensive instruction. Usually, this statement generates little or no controversy. The definition of intensive, however, does. Recently, Robert E. Slavin and his colleagues (2009) critically evaluated the relevant research on the effectiveness of programs for struggling readers. Their key findings should help to define the word intensive: Read more...
- One-to-one tutoring works. Teachers are more effective as tutors than paraprofessionals or volunteers, and an emphasis on phonics greatly improves tutoring outcomes.
- Although one-to-one phonetic tutoring for first graders is highly effective, effects last into the upper elementary grades only if classroom interventions continue past first grade.
computer-assisted instruction, cooperative learning, decoding, Dyslexia, dyslexic, dyslexics, Learning Disabilities, learning disability, phonic, phonic program, phonics, phonics instruction, phonics program, phonics programs, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, reading research, remedial reading, remediation, research, struggling learner, struggling learners, struggling reader, Struggling Readers, tutor, tutoring
Can music therapy help? Maybe.
Emotions affect learning. And many children with reading disabilities have extremely negative emotions about reading. Maybe your child is depressed about his struggles. Maybe he keeps telling himself:
- I can’t read. I’m stupid.
- I’ll always fail.
- I’ll never read. No sense trying.
The longer such self-destructive thoughts and emotions plague children with reading disabilities, the longer their mental health, motivation to read, and their achievement will suffer. To reverse this, it’s critical to help them replace their negative, pessimistic emotions with positive, optimistic ones, ones that make them want to read, want to make the effort, want to enjoy a good book. For some children with reading disabilities, music may be key. Read more...
Dyslexia, dyslexic, dyslexics, emotion, emotions, Learning Disabilities, learning disability, music, music therapy, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, related services, remedial reading, remediation, Special Education, struggling learner, struggling learners, struggling reader, Struggling Readers
